학술논문
교육연극을 활용한 그림동화 지도 방안 연구
이용수 153
- 영문명
- A Study on Instruction of Illustrated Fairy Tale by Using Educational Theatre
- 발행기관
- 한국어문교육학회
- 저자명
- 문은영(Moon Eun-young)
- 간행물 정보
- 『어문학교육』어문학교육 제36집, 143~186쪽, 전체 44쪽
- 주제분류
- 어문학 > 한국어와문학
- 파일형태
- 발행일자
- 2008.05.30
8,080원
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국문 초록
영문 초록
‘Enhancement of creative skill in using Korean language’ is essential task upon the 7th amendment of educational course in Korean language education. In the same context, teaching and learning in literature emphasizes aggressive and active interpretation and criticism activities of learners. Therefore, the teaching system is needed to converted into the system where learners can actively accept literary works and freely and diversely react to the result, and compose and express new meanings.
This study is intended to create and apply illustrated fairy tales through educational theatre to allow learners to creatively express it through meaningful literature experiences and introspective thinking. Since the illustrated fairy tales have not much texts, whole text can be easily seen. Although illustrated fairy tales are composed with short texts, the meaning in it is not shallow. If students can understand whole texts before their action, they can conduct activities with more quality. Also, since there is illustration, students can easily understand the texts, and another interpretation and utility is possible after seeing the illustration. Accordingly, it can be used for children who have different background knowledge and experience level.
Educational theatre by using illustrated fairy tales instruction allow students to naturally express their emotion, and actively conduct interaction between students to make communication of literary education to be not any more teacher-oriented. If literary emotional experience is in between communication path of literary education, and students conduct interaction by themselves, children can experience higher quality of emotion and the depth of understanding others can be deepened, and they are emotionally well-rounded. In order for children to express their thinking and feeling as much as they can, the atmosphere should liberal for not only teachers but also peers and themselves. Therefore, teachers should create atmosphere where children can learn comfortably. Theatre play can be usefully used to make this atmosphere.
Also, educational theatre technique helps for children to become characters in the work during the demonstration. They can feel identity by understanding action or activity of the characters through theatre play instead of practice. Also, this is one of learning method to increase talking, understanding, problem solving and expression ability.
In this study, educational theatre technique which can be used by teachers and children without separate training was brought and used as illustrated fairy tale instruction method.
In Chapter Ⅱ, various study methods by using educational theatre and educational effects, and theories about the educational benefits of illustrated fairy tales were collected and analyzed to prepare theoretical basis of this study.
In Chapter Ⅲ, illustrated fairy tale instruction method by using educational theatre is studied. Eight illustrated fairy tales are selected for textbooks, and study goals and annual instruction plan are set by connecting educational course in literary area in two and third grades, and educational theatre technique utilized for class is introduced.
Chapter Ⅳ presents cases in instruction of illustrated fairy tales by applying educational theatre method. Each fairy tale has 3 hours out of total 24 hours, and study contents are organized by each stage according to teaching and learning model and study paper and result for children was presented.
In Chapter Ⅴ, the result of instruction of illustrated fairy tales by using educational theatre was reviewed and problems and cautions are discussed.
In order to develop characteristics and effects of teaching and learning by using educational theatre technique, reading education model is applied. It is divided by opening thought, c
This study is intended to create and apply illustrated fairy tales through educational theatre to allow learners to creatively express it through meaningful literature experiences and introspective thinking. Since the illustrated fairy tales have not much texts, whole text can be easily seen. Although illustrated fairy tales are composed with short texts, the meaning in it is not shallow. If students can understand whole texts before their action, they can conduct activities with more quality. Also, since there is illustration, students can easily understand the texts, and another interpretation and utility is possible after seeing the illustration. Accordingly, it can be used for children who have different background knowledge and experience level.
Educational theatre by using illustrated fairy tales instruction allow students to naturally express their emotion, and actively conduct interaction between students to make communication of literary education to be not any more teacher-oriented. If literary emotional experience is in between communication path of literary education, and students conduct interaction by themselves, children can experience higher quality of emotion and the depth of understanding others can be deepened, and they are emotionally well-rounded. In order for children to express their thinking and feeling as much as they can, the atmosphere should liberal for not only teachers but also peers and themselves. Therefore, teachers should create atmosphere where children can learn comfortably. Theatre play can be usefully used to make this atmosphere.
Also, educational theatre technique helps for children to become characters in the work during the demonstration. They can feel identity by understanding action or activity of the characters through theatre play instead of practice. Also, this is one of learning method to increase talking, understanding, problem solving and expression ability.
In this study, educational theatre technique which can be used by teachers and children without separate training was brought and used as illustrated fairy tale instruction method.
In Chapter Ⅱ, various study methods by using educational theatre and educational effects, and theories about the educational benefits of illustrated fairy tales were collected and analyzed to prepare theoretical basis of this study.
In Chapter Ⅲ, illustrated fairy tale instruction method by using educational theatre is studied. Eight illustrated fairy tales are selected for textbooks, and study goals and annual instruction plan are set by connecting educational course in literary area in two and third grades, and educational theatre technique utilized for class is introduced.
Chapter Ⅳ presents cases in instruction of illustrated fairy tales by applying educational theatre method. Each fairy tale has 3 hours out of total 24 hours, and study contents are organized by each stage according to teaching and learning model and study paper and result for children was presented.
In Chapter Ⅴ, the result of instruction of illustrated fairy tales by using educational theatre was reviewed and problems and cautions are discussed.
In order to develop characteristics and effects of teaching and learning by using educational theatre technique, reading education model is applied. It is divided by opening thought, c
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 교육연극을 활용한 그림동화 지도 방법
Ⅳ. 교육연극을 활용한 그림동화 지도의 실제
Ⅴ. 결론
참고문헌
ABSTRACT
Ⅱ. 이론적 배경
Ⅲ. 교육연극을 활용한 그림동화 지도 방법
Ⅳ. 교육연극을 활용한 그림동화 지도의 실제
Ⅴ. 결론
참고문헌
ABSTRACT
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참고문헌
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